ABSTRACT
Although the definition of a mental disorder has remained essentially the same from Diagnostic and Statistical Manual of Mental Disorder, Third Edition, Revised (DSM-III-R) through DSM-IV to DSM-IV-TR, the account of the paraphilias has changed continually. Although the definition in all the DSMs explicitly rules out deviant sexual behavior as sufficient for labeling someone as having a mental disorder, deviant sexual behavior counts as sufficient for all the paraphilias in DSM-III-R. In DSM-IV, the account of all the paraphilias is made consistent with the definition. In DSM-IV-TR, mere deviant sexual behavior is not sufficient for being classified as having a paraphilia, but immoral deviant sexual behavior is. Thus, in DSM-IV-TR, only those paraphilias that involve immoral deviant sexual behavior are inconsistent with the definition, but deviant sexual behavior by itself does not count as a mental disorder.
Subject(s)
Mental Disorders/psychology , Morals , Philosophy, Medical , Diagnostic and Statistical Manual of Mental Disorders , Gender Identity , Humans , Mental Disorders/classification , Mental Disorders/diagnosis , Paraphilic Disorders/diagnosis , Paraphilic Disorders/psychology , Psychiatric Status Rating Scales , Sexual BehaviorSubject(s)
Confidentiality , Physicians , Privacy , Civil Rights , Disclosure , Duty to Warn , Employment , Family , Genetic Diseases, Inborn , Health Personnel , Humans , Informed Consent , Medical Records , Moral Obligations , Patient Care , Physician-Patient Relations , Public Health , Referral and Consultation , Social Responsibility , Substance-Related Disorders , Terminology as Topic , United StatesABSTRACT
Se intenta plantear la importancia que tiene que los futuros médicos de Latinoamérica, tengan la oportunidad de un aprendizaje sistemático de la ética cuando se formen en las facultades de medicina de la región. Se pone de relieve que ese aprendizaje no debería ser -fundamentalmente- de contenidos, sino de habilidades para respetar, razonar y decidir éticamente. Se sostiene que esa capacitación debería hacerse por medio de una reflexión sistemática y deliberativa en torno a dilemas específicos que se enumeran en una lista, propuesta como una "cantera" para seleccionar aquellos problemas que sean más relevantes para cada país y para las posibilidades educativas de cada facultad. Por último, se alude a la metodología que parece más apropiada y a las dificultades pedagógicas principales que sería necesario tener en cuenta para llevar a cabo una buena docencia de la ética médica
Subject(s)
Bioethics , Education, Medical , Ethics, MedicalSubject(s)
Advance Directives , Decision Making , Euthanasia, Passive , Living Wills , Right to Die , Aged , Brain Diseases , Brain Injuries , Chronic Disease , Evaluation Studies as Topic , Humans , Jurisprudence , Life Support Care , Medical Records , Mental Competency , Nutritional Support , Persistent Vegetative State , Physician's Role , Quality of Life , Terminally Ill , Third-Party Consent , Treatment Refusal , Withholding TreatmentSubject(s)
Humans , Ethics Committees , Ethics Consultation , Brain Death , Neonatology/ethics , Case Reports , Ethics, Medical , United StatesABSTRACT
In order to characterize the onset and evolution of early cognitive changes that accompany bilateral electroconvulsive therapy (ECT), the performance of 13 ECT-treated and 16 psychiatric control patients on a battery of neuropsychological tests administered daily was compared. These tests included: Digit Symbol, spokes, letter cancellation, and short-term memory tests. While both groups improved on all tests, performance of ECT patients vs. controls on letter cancellation tests diverged significantly (p < 0.005) after three ECTs. The authors speculate that this finding reflects an alteration in attentional processes caused by bilateral ECT.